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Elementary Statistics: A Workbook serves as a guide to elementary statistics. This book presents the various mathematical symbols used in the calculation of mean and variance. Comprised of seven chapters, this book starts with an overview of the definition of several terms, including mean, variance, deviation score, sigma, and deviation score squared. This text then explores the method of calculation of the product-moment correlation coefficient r. Other chapters describe the analysis of variance, which provides us with one of the most effective ways of testing hypotheses. This book discusses

An analysis of the bourgeois Lithuanian primary school curriculum professional training issues reaffirmed that the bourgeoisie has neglected its management during professional training, and rather tried to use it to maintain class inequality. While the bourgeois government diverted the full government apparatus and nationalist ideology against the Marxist-Leninist ideas of professional training, persecuted and tried to distort them in every way, they remained alive and functioned for the school and students. The Lithuanian Communist Party-led revolutionary movement and the united professional schools in the USSR experience promoted professional training progressive movement in Lithuania. Professional training elements were formulated on this basis: introduction to the world of work, working people's activities, and rudimentary work skills positively acted upon training process as well as being a positive source of scientific outlook in bourgeois Lithuania. Thus the ruling bourgeoisie attempts to suppress the ideas of progressive professional training were fruitless, and when the anti-fascist movement intensified and Lithuania was ripe for revolution, fascist leaders lost their balance and in order to distract the attention of progressive teachers from the analysis of the Soviet school and scientific work and teaching, they began to feverishly change programs (1936, 1939, 1940). This testifies to the weakening of the position of the bourgeoisie, the workers fighting for their rights are gaining strength, which led to the overthrow of the bourgeois government and the restoration of Soviet power in Lithuania, so all the conditions emerged for deployment of science-based professional education in schools. ; Buržuazinės Lietuvos pradinių mokyklų mokymo programų darbinio mokymo klausimu analizė dar kartą patvirtino, kad buržuazija savo valdymo laikotarpiu nesirūpino darbiniu mokymu, o tik stengėsi ją panaudoti klasių nelygybės palaikymui. Nors buržuazinė valdžia visą savo valdžios aparatą ir nacionalistinę ideologiją nukreipė prieš marksistines – leninines darbinio mokymo idėjas, visaip jas persekiojo ir bandė iškreipti, jos išliko gyvos ir veikė mokyklą ir mokinius. Lietuvos komunistų partijos vadovaujamas revoliucinis judėjimas bei vieningos darbinės mokyklos TSRS patirtis skatino darbinio mokymo progresyvų judėjimą Lietuvoje. Šiuo pagrindu suformuluoti darbinio mokymo elementai – supažindinimas su darbo pasauliu, darbine žmonių veikla, elementarūs darbiniai įgūdžiai – pozityviai veikė mokymo procesą ir buvo pozityvus mokslinės pasaulėžiūros šaltinis buržuazinėje Lietuvoje. Tokiu būdu valdančiosios buržuazijos pastangos nuslopinti progresyvias darbino mokymo idėjas buvo bevaisės, o kai stiprėjo antifašistinis judėjimas ir Lietuvoje subrendo revoliucinė situacija, fašistiniai vadovai prarado pusiausvyrą ir, siekdami atitraukti progresyvių mokytojų dėmesį nuo tarybinės mokyklos ir mokslinės darbo ir mokymo sujungimo analizės, pradėjo karštligiškai keisti programas (1936, 1939, 1940 metais). Tai liudija apie buržuazijos pozicijų susilpnėjimą, darbininkų kovos už savo teises stiprėjimą, o tai privedė prie buržuazinės valdžios nuvertimo ir Tarybų valdžios atkūrimo Lietuvoje, tad atsirado visos sąlygos diegti mokyklose mokslu grįstą darbinį ugdymą.

An analysis of a great modern encyclopedia permits Mr. Van Doren to establish several themes and ideals of the encyclopedist : teaching over informing, art over reference, human over scientific-literary, the "curious average man" target, reformism over the intellectual and social status quo.

Includes index. ; Bibliography: p. 93-95 ; 1. The field of foreign languages -- 2. Educational preparation -- 3. Finding your job -- 4. Analysis of the job -- 5. Opportunities in foreign trade -- 6. Opportunities in various vocations -- 7. Opportunities in government positions -- 8. Teaching -- 9. Foreign languages in the United States -- Bibliography -- Index ; Mode of access: Internet.

New patterns of U instruction & res are spreading in recent yrs. The RAND Corporation adapted the technique of war gaming to the consideration of diplomatic questions, & today the technique is variously adapted to seminar use. Suggestive procedures have also arisen in connection with psychoanalysis & the study of small groups. It is increasingly obvious that modes of group problem solving are needed that improve the probability of realistic, comprehensive, & timely solutions. The 5 intellectual tasks involved in every problem are distinguished: goal clarification, trend description, analysis of conditioning factors, projection of future developments, invention, & evaluation of policy alternatives. The new audio-visualprint techniques of modern technology are at hand to provide comprehensive & condensed means of storage & recall of information in the seminar room environment. Procedures are proposed by which full knowledge can be taken of these methods in continuing decision seminars, & the results made subject to continual assessment. AA-IPSA.

An article discussing some of the problems encountered in attempting to use both historical & anthropol'al methods & concepts in res & academic teaching. An analysis of the diff methods & concepts employed by the historian & anthrop'st is made, with special attention to intensive field work analysis. Conclusions are that the historian may profitably use of some the theoretical concepts of the anthrop'ts in the analysis of historical data, but the anthrop'st is unlikely to be able to use historical data for purposes of statistical comparison with data collected by fieldwork methods, with the exception of some data drawn from census sources, owing to the qualitative rather than quantitative character of much historical data. Modified HA.

All of the contributors to this special issue have reflected on the stakes involved in negotiating differences in language and culture. In their research and professional practice they inhabit the 'space between': the space between languages, the space between cultures, and the space between academic disciplines. While many of our contributors are located in the Australian university system, we also have contributors from outside that system, as well as contributors who are theorising disparate sites for the negotiation of difference. The most exciting aspect of the papers presented here is the ability to move between the spheres of cultural theory and the everyday. Analytical techniques originally developed for literary and cultural analysis are brought to bear on the texts and practices of everyday life.

The loci for these investigations include the classroom, the police station, the streets, local government and the university itself. The practices examined include translating and interpreting, language teaching, academic writing, literary production and critique, language planning and small business and shadow economies. The academic disciplines drawn on include theoretical and applied linguistics, discourse analysis, language teaching pedagogy, policy studies, cultural studies, literary studies, political science, gender studies and postcolonial theory.

Pol'al teaching has taken a new sense & pol'al sci'ts at U level no longer just argue & teach & write like their ancestors: they must not only do their subject, they must do 'res' in their subject. This involves certain problems connected with the conceptual & admin'ive structures in which this res has to be done. Opinions differ in that respect, & the present situation is more confused than it should be; it seems, however, that analysis, abstraction, & org are good things in pol'al theory, teaching,& res, provided that they are simple, supple & adapted to the subject. The various elements entering into res work have to be taken into consideration; 5 of them are essential: the material, the res worker, the publication & the public, the question of time. & the financial aspects. Each of these raises specific problems which make res uneasy & sometimes inefficient. A critical examination of the situation shows that they can be overcome. IPSA.

Contents: Introduction, by John Vaizey; The economics of education in the U.S.S.R., by Stanislav Strumilin; Social returns to education, by Mary Jean Bowman; The concept of human capital, by M. Debeauvais; Teaching methods and their costs, by Charles Benson; Education and economic development, by W. Arthur Lewis; Administration and the economics of education, by Howard Hayden; Economic and social aspects of the planning of education, by H. M. Phillips; Unesco economic analysis unit.

Reinhold Niebuhr has profoundly affected American thought in theology, on society, and about politics. He has puzzled more than one of his many critics and commentators, especially by the veritable panorama of doctrines which, at one time or another, he has appeared to advocate: several varieties of socialism, liberalism, and what seems to be a sort of mellow conservatism. The confusion engendered by this ideological medley has not been alleviated either by the voluminous extent of his writings, or by his teutonic, yet highly personal style. But Niebuhr's policy suggestions have been shaped in response to changing conditions in the political world. Deeper analysis reveals a remarkably consistent teaching, present in all essential respects at least as early as hisMoral Man and Immoral Society, which if not a philosophy, is at least a theology of politics. The scope of this paper prevents any examination of the entire intellectual pilgrimage of Reinhold Niebuhr; I shall confine my attention to the main lines of his political teaching.

Book reviewed in this article:Introduction to Social Psychology. E. Llewellyn Queener.The Development of Human Behavior. Richard Dewey and W. J. Humber.Social Psychology. Solomon E. Asch.Social Psychology: An Analysis of Human Behavior. Leonard W. Doob.Social Psychology. Robert E. L. Faris.Fundamentals of Social Psychology. Eugene L. and Ruth E. Hartley.Readings in Social Psychology. Prepared for the Committee on the Teaching of Social Psychology of The Society for the Psychological Study of Social Issues. Revised Edition. Editorial Committee: Guy E. Swanson, Theodore M. Newcomb, Eugene L. Hartley, and others.